必修三Module 7 Revision period1教学案例与教学设计
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| 名称 | 必修三Module 7 Revision period1教学案例与教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 13.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2013-06-17 20:18:28 | ||
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必修三Module 7 Revision(1)Period One教学案例与教学设计
一、 教材依据
本教材是英语教学与研究出版社依据教育部制定的国家《英语课程标准》外研版高中部分顺序必修第三册。
二、 课题分析
本课题是以高一课本中的总结课，是对必修三前六个模块所学语法，日常用语以及重点词汇的总结。
三、 学情分析
教学对象为高一学生，学生基础知识比较差，总结能力和辨识能力还处于认知阶段，此外学生听力也不太好。
四、 设计思想
通过对语法知识和重点单词，短语的总结，旨在让学生加强对所学知识的理解，以及通过理解让学生可以在实践中可以运用自如。此外，重点是培养学生在学英语时听，写能力。
五、 教学设计
1. Teaching aims and requirements: (教学目标)
A. To review the grammar of Module 1 — Module 6 and then ask the students to finish the Exercises.
B. To review the vocabulary of Module 1 — Module 6
2. Main Points and Difficult Points: (教学重点与难点)
A. To review the grammar of Module 1 — Module 6 and then ask the students to finish the Exercises.
B. To review the vocabulary of Module 1 — Module 6
3. Teaching aids: (教学用具)
Computer; tape recorder
4. Teaching procedures: (教学步骤)
Step 1: Lead-in
Greetings (Everyday English).
Step 2: Revision
1. To review the active voice and passive voice.
主动形式 被动形式
一般现在时 do is/am/are done
一般过去时 did was/were done
一般将来时 will/shall do will/shall be done
过去将来时 would/should do would/should be done
现在进行时 is/am/are doing is/am/are being done
过去进行时 was/were doing was/were being done
现在完成时 have/has done have/has been done
过去完成时 had done had been done
情态动词 情态动词+动词原形 情态动词+be+过去分词
I被动语态的用法：
(1). 不知谁是动作的执行者时。
eg. His bike has been stolen.
(2). 没必要或不想指出谁是动作的执行者时。
eg. China was liberated in 1949.
(3). 强调或突出动作的承受者时。但如果需要指出动作的执行者时，可用“by +动作执行者”。
eg. The plan has already been made.
The man was run over by a car.
II．使用被动语态应注意的几个问题
(1). 被动语态与系表结构的区别。
有些“be+ p.p”并非表示被动，过去分词相当于形容词，仅表示一种状态。
eg. The teacher is pleased with her homework.
The glass is broken.
(2). 不及物动词、系动词、助动词have及表示情况或状态，但不表示动作的某些动词，如fit（适合）， hold （容纳），join（参加）， mean （意味着）， belong to （属于）等不能用在被动语态中。
(3). 有些动词以主动形式表示被动含义。如：open, shut, sell, wash, write 等，其后常有副词修饰。
eg. The door won’t open.
The goods sell both at home and abroad.
2. To review the differences of the conjunction, and some words
I.辨析：whereas与 however
两者在语义上都表示转折，意为“然而”，“可是”，但用法略有差异。
A. whereas conj. used to compare or contrast two facts 然而，却，反之（引导与前句内容对立和对比的一个句子）
He is poor, whereas his brother is very rich.
=He is poor, while his brother is very rich.
Some people like fatty food, whereas others hate it.
B. However adv. used to introduce a statement 可是，不过（仅表语义上的转折，不含有对比性和对立性，而且在句中位置较灵活，一般用标点符号单独隔离出来。）
You haven’t told us your opinion. You can, however, make it clear now.
Certainly, he apologized. However, I won’t forgive him.
II opposite:
A. prep. across 在…的对面
The store is opposite the station.
He stood opposite me, glaring at me.
B. adj. contrary 对面的；相反的；（立场、意见、性质等）相反的，相对立的
He stood on the opposite side of the street.
Her view and mine are completely opposite.
Light is opposite to shadow.
相关链接: opposite to 与 ……相对，相反 on the contrary 正相反，反之
III．knock down: 击倒；打倒
He was knocked down by a bike.
He knocked his opponent down three times in the first round.
IV. enough:
A. adj. 足够的；充分的。作形容词修饰名词时，可置于名词之前，也可置于名词之后。
eg. We have enough ice cream for children.
Do you have time enough to finish the work
B. adv. 足够地；充分地（必须置于形容词和副词之后）
eg. Are you warm enough in such a light jacket
Strangely enough, he can’t recognize my voice.
C．pron. 足够；充分
eg. Enough has been said on this subject.
V. marry:
A. vt. 嫁；娶；把…嫁给，与…结婚；主持婚礼
eg. He married his boss’s daughter.
I don’t want to marry my daughter to you.
B. vi. 结婚
eg. She married young in her life.
相关链接: be married (to sb) 结婚 get married to sb 和某人结婚
marry sb to sb 使某人与某人结婚 be engaged to sb 与某人订婚
get divorced from sb 和某人离婚
VI. cover v.
A. 盖住；遮盖
The flood covered large areas on both banks of the river.
B. 溅；洒
A taxi went by and covered us with mud.
C. 保护
She covered her children with her long dress.
走完（一段路）
By sunset, we gave covered 30 miles.
包罗；涵盖
His research covers a wide field.
F. 报道；采访
She covered the poor children’s education in the mountainous area.
相关链接:
be covered with 被…盖着；结满了； 天然生有（毛皮等）；为…所克服
Cover …from… 保护…免受
VII．population
A. n. 人口 the population of +地点 某地的人口或人口数
The population of Shanghai is very large.
have a population of 有一个…的人口数量
The country has a population of 400000.
用what 提问人口数量的多少，说其多时用large, 说其少时用small.
—What’s the population of your city
—The population of our city is 3 times as large as that of your city.
注：用what 提问，意为“多少”的度量名词还有：speed, size, number, amount, weight, length, price 等。
What’s the price of the book
What’s the number of the boy
What’s the weight of the pig
VIII. frighten: vt. 使吃惊；使惊骇；使害怕 fright n. 惊骇； 怪物
frightful adj. 可怕的；讨厌的 frightened adj. 害怕的；心惊的
frightening adj. 令人害怕的；可怕的
frighten sb into/ out of doing sth. 恐吓某人做/不做…
frighten…. away/ out 把…吓跑
be frightened of 害怕…
be frightened to do 不敢做…
give sb a fright 让某人大吃一惊
shake with fright 吓得发抖
Step 3. Revision/Discussion
Give the students some time to review the attributive clauses. And then Let them divide
into some groups to discuss it .and finally show it to the students
Step 4. Homework
To finish some attributive clause exercises.
教学反思:
本堂课能够顺利成功地完成教学目标和教学要求。集中复习1—6模块所学的语法项目和词汇，帮助学生归纳和巩固相关语言知识；归纳总结的能力有待提高，部分练习出的过于简单，缺乏实效性。
教学点评：
高中英语外研版必修三各个模块的语法安排如下：Module1：一般现在时和一般过去时的被动语态，Module 2：连词（but/however, although/while, Module 3: 过去完成时的被动语态以及部分间接引语，Module 4：不定式以及but+不定式，Module 5：限定性定语从句介词+关系代词，Module 6：非限定性定语从句。Module 7对以上各个模块的语法进行了复习，详略删减。
优点：
从本教案可以看出，设计教师设计的教案为语法和词汇复习。以语法为复习重点，突出了对被动语态和定语从句的重点复习，增加了定语从句的练习题。该两部分内容是本册书中学生掌握的难点，作为重点强化练习，可以使学生加强巩固相关知识。
不足：
1 教案过程设计上有些步骤模糊，比如，首先是对被动语态的复习，然后是连词，之后就掺杂了词汇复习的讲解，然后把定语从句放在最后，略显混乱；同时，第二个步骤之后没有了第三个步骤，直接是第四个步骤了，这点要在书写时候注意避免。标题号码的使用也混乱，要看者不能清晰明了的抓住步骤顺序。
2 重难点没有全面的体现出来，如在连词部分的设计上，重点辨析了whereas与 however，但是，while，although和but等学生容易犯错的连词使用方面，从教案上，没有表现出来；词汇的复习也拘泥于教材了。
3 教学教辅用具上，录音机也是多于的设置。
Module 7教材的设计上也不能覆盖前面6个模块的语法内容，甚至有的部分缺失，所以教师在设计时候就不能单纯的按照教材走，要多结合各自的实际情况进行内容的设计。
一、 教材依据
本教材是英语教学与研究出版社依据教育部制定的国家《英语课程标准》外研版高中部分顺序必修第三册。
二、 课题分析
本课题是以高一课本中的总结课，是对必修三前六个模块所学语法，日常用语以及重点词汇的总结。
三、 学情分析
教学对象为高一学生，学生基础知识比较差，总结能力和辨识能力还处于认知阶段，此外学生听力也不太好。
四、 设计思想
通过对语法知识和重点单词，短语的总结，旨在让学生加强对所学知识的理解，以及通过理解让学生可以在实践中可以运用自如。此外，重点是培养学生在学英语时听，写能力。
五、 教学设计
1. Teaching aims and requirements: (教学目标)
A. To review the grammar of Module 1 — Module 6 and then ask the students to finish the Exercises.
B. To review the vocabulary of Module 1 — Module 6
2. Main Points and Difficult Points: (教学重点与难点)
A. To review the grammar of Module 1 — Module 6 and then ask the students to finish the Exercises.
B. To review the vocabulary of Module 1 — Module 6
3. Teaching aids: (教学用具)
Computer; tape recorder
4. Teaching procedures: (教学步骤)
Step 1: Lead-in
Greetings (Everyday English).
Step 2: Revision
1. To review the active voice and passive voice.
主动形式 被动形式
一般现在时 do is/am/are done
一般过去时 did was/were done
一般将来时 will/shall do will/shall be done
过去将来时 would/should do would/should be done
现在进行时 is/am/are doing is/am/are being done
过去进行时 was/were doing was/were being done
现在完成时 have/has done have/has been done
过去完成时 had done had been done
情态动词 情态动词+动词原形 情态动词+be+过去分词
I被动语态的用法：
(1). 不知谁是动作的执行者时。
eg. His bike has been stolen.
(2). 没必要或不想指出谁是动作的执行者时。
eg. China was liberated in 1949.
(3). 强调或突出动作的承受者时。但如果需要指出动作的执行者时，可用“by +动作执行者”。
eg. The plan has already been made.
The man was run over by a car.
II．使用被动语态应注意的几个问题
(1). 被动语态与系表结构的区别。
有些“be+ p.p”并非表示被动，过去分词相当于形容词，仅表示一种状态。
eg. The teacher is pleased with her homework.
The glass is broken.
(2). 不及物动词、系动词、助动词have及表示情况或状态，但不表示动作的某些动词，如fit（适合）， hold （容纳），join（参加）， mean （意味着）， belong to （属于）等不能用在被动语态中。
(3). 有些动词以主动形式表示被动含义。如：open, shut, sell, wash, write 等，其后常有副词修饰。
eg. The door won’t open.
The goods sell both at home and abroad.
2. To review the differences of the conjunction, and some words
I.辨析：whereas与 however
两者在语义上都表示转折，意为“然而”，“可是”，但用法略有差异。
A. whereas conj. used to compare or contrast two facts 然而，却，反之（引导与前句内容对立和对比的一个句子）
He is poor, whereas his brother is very rich.
=He is poor, while his brother is very rich.
Some people like fatty food, whereas others hate it.
B. However adv. used to introduce a statement 可是，不过（仅表语义上的转折，不含有对比性和对立性，而且在句中位置较灵活，一般用标点符号单独隔离出来。）
You haven’t told us your opinion. You can, however, make it clear now.
Certainly, he apologized. However, I won’t forgive him.
II opposite:
A. prep. across 在…的对面
The store is opposite the station.
He stood opposite me, glaring at me.
B. adj. contrary 对面的；相反的；（立场、意见、性质等）相反的，相对立的
He stood on the opposite side of the street.
Her view and mine are completely opposite.
Light is opposite to shadow.
相关链接: opposite to 与 ……相对，相反 on the contrary 正相反，反之
III．knock down: 击倒；打倒
He was knocked down by a bike.
He knocked his opponent down three times in the first round.
IV. enough:
A. adj. 足够的；充分的。作形容词修饰名词时，可置于名词之前，也可置于名词之后。
eg. We have enough ice cream for children.
Do you have time enough to finish the work
B. adv. 足够地；充分地（必须置于形容词和副词之后）
eg. Are you warm enough in such a light jacket
Strangely enough, he can’t recognize my voice.
C．pron. 足够；充分
eg. Enough has been said on this subject.
V. marry:
A. vt. 嫁；娶；把…嫁给，与…结婚；主持婚礼
eg. He married his boss’s daughter.
I don’t want to marry my daughter to you.
B. vi. 结婚
eg. She married young in her life.
相关链接: be married (to sb) 结婚 get married to sb 和某人结婚
marry sb to sb 使某人与某人结婚 be engaged to sb 与某人订婚
get divorced from sb 和某人离婚
VI. cover v.
A. 盖住；遮盖
The flood covered large areas on both banks of the river.
B. 溅；洒
A taxi went by and covered us with mud.
C. 保护
She covered her children with her long dress.
走完（一段路）
By sunset, we gave covered 30 miles.
包罗；涵盖
His research covers a wide field.
F. 报道；采访
She covered the poor children’s education in the mountainous area.
相关链接:
be covered with 被…盖着；结满了； 天然生有（毛皮等）；为…所克服
Cover …from… 保护…免受
VII．population
A. n. 人口 the population of +地点 某地的人口或人口数
The population of Shanghai is very large.
have a population of 有一个…的人口数量
The country has a population of 400000.
用what 提问人口数量的多少，说其多时用large, 说其少时用small.
—What’s the population of your city
—The population of our city is 3 times as large as that of your city.
注：用what 提问，意为“多少”的度量名词还有：speed, size, number, amount, weight, length, price 等。
What’s the price of the book
What’s the number of the boy
What’s the weight of the pig
VIII. frighten: vt. 使吃惊；使惊骇；使害怕 fright n. 惊骇； 怪物
frightful adj. 可怕的；讨厌的 frightened adj. 害怕的；心惊的
frightening adj. 令人害怕的；可怕的
frighten sb into/ out of doing sth. 恐吓某人做/不做…
frighten…. away/ out 把…吓跑
be frightened of 害怕…
be frightened to do 不敢做…
give sb a fright 让某人大吃一惊
shake with fright 吓得发抖
Step 3. Revision/Discussion
Give the students some time to review the attributive clauses. And then Let them divide
into some groups to discuss it .and finally show it to the students
Step 4. Homework
To finish some attributive clause exercises.
教学反思:
本堂课能够顺利成功地完成教学目标和教学要求。集中复习1—6模块所学的语法项目和词汇，帮助学生归纳和巩固相关语言知识；归纳总结的能力有待提高，部分练习出的过于简单，缺乏实效性。
教学点评：
高中英语外研版必修三各个模块的语法安排如下：Module1：一般现在时和一般过去时的被动语态，Module 2：连词（but/however, although/while, Module 3: 过去完成时的被动语态以及部分间接引语，Module 4：不定式以及but+不定式，Module 5：限定性定语从句介词+关系代词，Module 6：非限定性定语从句。Module 7对以上各个模块的语法进行了复习，详略删减。
优点：
从本教案可以看出，设计教师设计的教案为语法和词汇复习。以语法为复习重点，突出了对被动语态和定语从句的重点复习，增加了定语从句的练习题。该两部分内容是本册书中学生掌握的难点，作为重点强化练习，可以使学生加强巩固相关知识。
不足：
1 教案过程设计上有些步骤模糊，比如，首先是对被动语态的复习，然后是连词，之后就掺杂了词汇复习的讲解，然后把定语从句放在最后，略显混乱；同时，第二个步骤之后没有了第三个步骤，直接是第四个步骤了，这点要在书写时候注意避免。标题号码的使用也混乱，要看者不能清晰明了的抓住步骤顺序。
2 重难点没有全面的体现出来，如在连词部分的设计上，重点辨析了whereas与 however，但是，while，although和but等学生容易犯错的连词使用方面，从教案上，没有表现出来；词汇的复习也拘泥于教材了。
3 教学教辅用具上，录音机也是多于的设置。
Module 7教材的设计上也不能覆盖前面6个模块的语法内容，甚至有的部分缺失，所以教师在设计时候就不能单纯的按照教材走，要多结合各自的实际情况进行内容的设计。